44 1.7.1 • Explain to pupils while making estimation the word “about”, “approximate”, “more than” and “less than” must be used. • Carry out the competition of estimating the candies in a container. • Provide more questions in the form of worksheets or question cards. 3 How many buttons are there in the blue jar? Estimate the number of tomatoes in the blue box. Estimate the number of bottles of pomegranate juice that can fit into the box. The buttons in the blue jar is about 20. The number of buttons in the blue jar is more than the orange jar. The number of buttons in the blue jar is less than the red jar. 15 ? 30 ? 25 AB page 59 1 2 SELF-TEST
45 1.8.1 • Explain that round off is a process of determining number to the nearest place value. RECOGNISE ROUND OFF 1 Help the rabbit to get the carrot. Round off 22 to the nearest ten. 22 is nearer to 20 than 30. 22 rounded off to the nearest ten becomes 20. Rabbit gets carrot at hole 20. 20 21 22 23 24 25 26 27 28 29 30 20 21 22 23 24 25 26 27 28 29 30 Which carrot will the rabbit choose? Carrot at hole 30 is far. Carrot at hole 20 is near. What will happen if the rabbit is at hole 28?
46 60 61 62 63 64 66 67 69 65 68 70 1.8.1 • Emphasise to pupils that the number in the middle of two consecutive tens numbers are rounded off to the largest tens number. 2 67 is nearer to 70. 67 rounded off to the nearest ten becomes 70. 65 is located in the middle of 60 and 70. 65 rounded off to the nearest ten becomes 70. Round off 74, 85 and 98 to the nearest ten. Round off 67 to the nearest ten. 60 67 70 a Round off 65 to the nearest ten. 60 65 70 b
47 1.8.1 • Emphasise that round off is a way of getting a quantity or an estimation value. 3 Which numbers below will become 90 when they are rounded off to the nearest ten? Select the number cards to become 60 when they are rounded off to the nearest ten. 85, 86, 87, 88 and 89 are near to 90. 85, 86, 87, 88 and 89 become 90 when they are rounded off to the nearest ten. 80 81 82 83 84 85 86 87 88 89 90 80 81 82 83 84 85 86 87 88 89 90 71 59 63 74 55 65 AB pages 60 - 62 Can these numbers, 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 be rounded off to the nearest ten? Discuss. SHARPEN YOUR MIND
48 1.8.1 • Surf https://www.superteacherworksheets.com/rounding/rounding-rockets-10s_ TZQWQ.pdf • Provide more questions in the form of worksheets or question cards. 2 Round off the numbers to the nearest ten. 3 Choose the numbers that become 10 when they are rounded off to the nearest ten. 4 What are the numbers that become 30 when they are rounded off to the nearest ten? a 6 b 79 25 d 84 a c b 44 is rounded off to . 45 is rounded off to . 1 Round off the numbers to the nearest ten. 40 44 45 50 44 45 15 11 14 19 8 17 33 29 24 39 31 26 SELF-TEST
49 1.10.1 • Guide the pupils to build numbers from different number cards. Encourage them to determine their own form of tables such as how many columns, rows and labels that need to be made. There are 6 numbers altogether. SOLVE 1 Asma wants to form a two-digit number using the number cards. How many numbers can be formed? Write the digit of tens. Then, write the digit of ones. Draw a table. What is the largest number? What is the smallest number? Number begins with 7 75 57 27 72 52 25 Number begins with 5 Number begins with 2 Method
50 Method 1.10.1 • Help the pupils to understand the information in the question. Emphasise to the pupils that they only need to draw a diagram that has important information to solve the problem. 2 Ali has 45 marbles. His marbles are 5 more than Kumar’s marbles. How many are Kumar’s marbles? Draw a diagram. Kumar’s marbles are 5 less than 45. Kumar’s marbles are 40. Count back 5 steps from 45. 40 41 42 43 44 45 Ali’s marbles 5 more 45 Kumar’s marbles 5 less
51 Method 1.10.1 • Guide the pupils to round off the numbers based on the information given in the questions so that they do not make guesses randomly. 3 Ramesh, my body mass is 30 kg. Maya, my body mass is more. If I rounded off my body mass, it is also 30 kg. Ramesh and Maya are talking. What is the possible Ramesh’s body mass? Guess and check. 31 is rounded off to 30. 32 is rounded off to 30. 33 is rounded off to 30. 34 is rounded off to 30. 35 is rounded off to 40. Test 1 Test 2 Test 4 Test 3 Test 5 The possible Ramesh’s body mass is 31 kg, 32 kg, 33 kg, or 34 kg. 31 32 34 33 35
52 Method 1.10.1 • Teachers need to emphasise the steps to solve the problem. • Provide more questions in the form of worksheets or question cards. 4 Mei Lin wants to make a bracelet. She uses the beads as below. What is the pattern of Mei Lin’s bracelet? Mei Lin arranges 4 and 2 repeatedly. Make your own bracelet. Talk about the pattern. AB pages 63 - 66 The pattern of Mei Lin’s bracelet is 4, 2, 4, 2, 4, 2. I have a number. The digit value of tens is between 70 and 90. The digit value of ones is 4 more than 5. What is my number? SELF-TEST
53 1.2.2(iii) 1.3.1 1.6.1 1.8.1 • Prepare sufficient task tables for all pupils. • Ask the pupils to check their friend’s task answers. • Use the example above to create another task. MY PROJECT Members In pairs. Method 1 Write a two-digit number in numeral and word. 2 Complete the task table. Numbers expert Task table 3 Exchange the task with partner. 1. How many tens? 2. What is the digit value of tens? 3. What is the digit value of ones? 4. Write a number that is larger than the number. 5. Write a number that is less than the number. 6. What is a number that is 10 less than the number? 7. Round off the number to the nearest ten. Number Materials Task table and pencils.
54 1.2.2(iii) • Provide sufficient number cards. Assign the referee to give number cards to players and collect the number cards used. • Apply moral values such as trust and cooperation while carrying out the activity. • Gives 15, 10 and 5 marks for the correct arrangement of numbers. 0 mark if wrong. Who’s number is larger? Members 3 pupils and 1 referee. Rules 3 The player who created the larger number will get higher mark. 4 Jot down the marks. 1 Distribute the number cards randomly to each player. 2 Create the largest number of two digits. AB pages 67 - 68 5 Repeat steps 1 to 4 until the cards finish. Devi gets the highest mark. Round Name Marks Devi 15 Isma 10 Kumar 5 2 3 1 Materials 2 set of number cards, 0 to 9.
55 2.1 • Guide the pupils to determine number of objects in the stimulus picture. Relate the number of objects with addition and subtraction operation. For example number of girls and boys, number of toy cars which are out of the container and so on. 2 ADDITION AND SUBTRACTION
56 • Guide the pupils to understand the concept of addition via simulation and the use of vocabulary related to the addition concept such as combine, group, altogether, total and so on. • Explain that addition is sum of any two numbers. RECOGNISE ADDITION 4 balls and 1 ball make 5 balls altogether. There are 5 balls altogether. 4 add 1 make 5. How many balls altogether? 5 4 1 1 2.1.1 There are 4 balls in the basket. I put 1 more ball.
57 2.1.1 2.1.2 2.1.3 • Emphasise to the pupils the meaning of addition and equal to symbols. • Carry out the activities using concrete materials and relate it with pupils’ real life to enhance their understanding. • Explain that number sentence is the sentence written in numerals and symbols. 2 There are 5 cats altogether. 3 and 2 make 5. 3 add 2 is equal to 5. 3 + 2 = 5 How many cats altogether? add + = Number sentence equal to 3 cats are playing. 2 more cats are coming. When we add, the number will be more. AB pages 69 - 72
58 6 + 2 = 8 1 2 3 4 5 6 7 8 2.2.1 • Expose the pupils to various methods to solve addition operation. Use picture cards to help them in mastering the skills of addition. • Guide the pupils to use combination of numbers for addition. • Explain that when 0 is added to a number, the answer is that number itself. 4 3 Amir has 8 marbles altogether. Amir has 6 marbles. Lau gives another 2 marbles. How many are Amir’s marbles altogether? What is the total number of ? The total number of is 3. 6 + 2 = 0 + 3 = 3 3 3 0 Method 1 Method 2 Count all. 1, 2, 3, 4, 5, 6, 7, 8. 0 + 3 =
59 4 + 3 = 7 0 1 2 3 4 5 6 7 2.2.1 • Emphasise to the pupils that when adding two quantities, the quantities increase and the value is bigger. • Provide more questions in the form of worksheets or question cards. 5 There are 3 inside the box. There are 4 outside the box. The total of is 7. How many are there inside the box? 4 + = 7 Count on from 4. 5, 6, 7. Get 3 steps. Calculate. Add. 6 + 3 = 4 + 9 = 2 1 a a d b 4 + 7 = b e 9 + 9 = c 2 + 8 = f 5 + = 12 AB pages 72 - 74 SELF-TEST
60 0+0=0 5+0=5 6+0=6 7+0=7 8+0=8 1+0=1 2+0=2 3+0=3 4+0=4 9+0=9 +0 0+1=1 5+1=6 6+1=7 7+1=8 8+1=9 1+1=2 2+1=3 3+1=4 4+1=5 9+1=10 +1 • Introduce the addition basic facts. Guide the pupils to complete the number sentences. • Carry out a quiz of answering the basic facts spontaneously. • Discuss the similarities and differences of 3 + 4 = 7 and 4 + 3 = 7. 2.2.1 0+2=2 5+2=7 6+2=8 7+2=9 8+2=10 1+2=3 2+2= 3+2=5 4+2=6 9+2=11 +2 0+3=3 5+3=8 6+3=9 7+3=10 8+3=11 1+3= 2+3=5 3+3=6 4+3=7 9+3=12 +3 0+4= 5+4=9 6+4=10 7+4=11 8+4=12 1+4=5 2+4=6 3+4=7 4+4=8 9+4=13 +4 QUICK ADDITION
61 0+6=6 5+6=11 6+6=12 7+6=13 8+6=14 1+6=7 2+6=8 3+6=9 4+6=10 9+6=15 +6 0+5=5 5+5=10 6+5=11 7+5=12 8+5=13 1+5=6 2+5=7 3+5=8 4+5=9 9+5=14 +5 0+7=7 5+7=12 6+7=13 7+7=14 8+7=15 1+7=8 2+7=9 3+7=10 4+7=11 9+7=16 +7 0+8=8 5+8=13 6+8=14 7+8=15 8+8=16 1+8=9 2+8=10 3+8=11 4+8=12 9+8=17 +8 • Relate the combination of numbers to strengthen pupils’ understanding. • Carry out the activity of saying number sentences that give the same total amount spontaneously. 2.2.1 AB pages 75 - 77 List out the number sentences for the sum of 4. 0+9=9 5+9=14 6+9=15 7+9=16 8+9=17 1+9=10 2+9=11 3+9=12 4+9=13 9+9=18 +9
62 MY PROJECT 2.2.1 • Guide the pupils to carry out activities to construct addition map for the sum of 1 to 18. • Provide more questions in the form of worksheets or question cards. 0 + 3 2 + 1 1 + 2 3 + 0 3 Addition map sum of 3 Match it. Addition Members 5 pupils in a group. map Method 2 Decorate the map. 3 Display your map. 1 Create addition map for the sum of 1 to 18. For example: 2 + 9 8 + 3 1 + 4 7 + 9 6 + 2 7 + 3 0 + 8 11 5 8 10 8 + 8 3 + 2 4 + 6 16 SELF-TEST Materials Papers and coloured pens.
63 2.2.2 • Guide the pupils to count on in ones from a bigger number. Familiarise the pupils with addition using counters and abacus. • Guide the pupils to put the digit of ones and tens correctly in the standard written method. 1 EASY ADDITION 25 + 3 = Add 25 and 3. 5 ones + 3 ones = 8 ones 2 tens + 0 tens = 2 tens Add ones. Add tens. Method 1 Method 2 tens ones 2 5 + 0 3 2 8 tens ones 2 5 + 3 8 25 + 3 = 28 Count on 3 steps from 25. AB pages 78 -79 25 25 26 27 28 29 30 2 5 + 3 2 8
64 2.2.2 • Guide the pupils using 100-square grid to solve additional operation. • Help the pupils to see the pattern appeared in the 100-square grid. For example, the number on the right side is larger than the number on the left side. 17 + 30 = Find the total of 17 and 30. Add ones. Add tens 2 17 + 30 = 47 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 + 10 + 10 + 10 Start with 17. Count on 3 steps in tens. AB page 80 17 30 1 7 + 3 0 4 7 Method 1 Method 2 tens ones 1 7 + 3 0 7 tens ones 1 7 + 3 0 4 7
65 2.2.2 • Help the pupils to count in tens. Relate it with addition involving multiples of 10. • Emphasise the correct steps to add using the standard written method. Use manipulative and concrete materials in helping pupils to understand. 20 + 60 = 43 + 52 = 3 4 2 0 + 6 0 8 0 20 + 60 = 80 43 + 52 = 95 Add 2 tens and 6 tens. 60 70 80 + 10 + 10 40 43 3 50 52 2 Count on from the larger number, 60. + = + = + = 40 3 50 2 90 5 43 52 95 4 3 + 5 2 9 5 Method 1 Method 2 Method 1 Method 2
66 • Guide the pupils to add involving unknown using base blocks to enhance their understanding. 2.2.2 AB pages 81 - 82 56 + = 79 5 How many should be added to 56 to make 79? Count on in tens from 56 to 76. Get 20. Then, count in ones from 76 to 79. Get 3. 20 and 3 is 23. 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 56 + 23 = 79 Use combination of numbers. 5 6 + 7 9 9 3 6 7 2 5 2 3 Method 1 Method 2
67 • Surf http://math.about.com/od/addingsubtracting/ss/2digaddnr.htm • Provide more questions in the form of worksheets or question cards. 2.2.2 Use 8 + 2 = 10 to calculate 12 + 8 = . Discuss. 2 0 + 8 5 1 + 7 2 4 + 6 3 1 3 2 Show two methods of adding. Complete these. Solve these. 32 + 6 = 45 + 3 = 59 + = 89 22 + 70 = 77 + = 99 11 + 36 = a d b e c f a a b b c c 4 0 + 3 0 8 5 + 1 4 3 5 + 6 9 SHARPEN YOUR MIND SELF-TEST
68 2.2.2 • Guide the pupils to relate addition with counting process learnt in Unit 1. MORE ADDITION 1 Lisa’s sister arranges 8 dolls. Lisa arranges 3 more dolls. How many dolls are there altogether? 8 + 3 = Count all. 1 2 3 4 5 6 7 8 9 10 11 8 9 10 11 I count on from 8. 9, 10, 11. 9 10 11 Method 1 Method 2
69 and 2.2.2 • Guide the pupils to understand the method shown. Do exercise to make 10 using concrete materials and combination of 10. • Use i-Think map to visualise combinations of 10. 2 1 1 1 8 10 10 10 3 There are 11 dolls altogether. Firstly, make 10. 8 + 3 = ? 8 + 2 = + = 11 8 + 3 = 11 Then, add 10 and 1. Method 3
70 2.2.2 • Emphasise that the biggest digit in the place value is 9. If it is 10, do regrouping. • Use manipulative and concrete materials to enhance pupils’ understanding. Add 29 and 6. Count on 6 steps from 29. 2 29 + 6 = Convert 15 ones to 1 tens and 5 ones. AB pages 83 - 84 29 30 31 32 33 34 35 9 ones + 6 ones = 15 ones Add ones. tens ones 2 9 + 6 1 5 tens ones 2 9 + 0 6 3 5 2 tens + 0 tens + 1 tens = 3 tens Add tens. 29 + 6 = 35 2 9 + 6 3 5 1 Method 1 Method 2 1
71 2.2.2 • Guide the pupils to add by regrouping using 10 complement and 100-square grid such as in page 66. • Surf http://www.softschools.com/math/addition/2_digit_addition/2_digit_addition_ with_regrouping/ 3 18 + 34 = 8 ones + 4 ones = 12 ones Convert 12 ones to 1 tens and 2 ones. 1 tens + 3 tens + 1 tens = 5 tens Add ones. Add tens. 18 + 34 = 52 1 8 + 3 4 5 2 1 2 18 + 34 = 20 + 32 = 52 32 Method 1 Method 2 tens ones 1 8 + 3 4 1 2 tens ones 1 8 + 3 4 5 2 1
72 2.2.2 • Guide the pupils to add in the standard written method correctly. Emphasise the step by step on adding correctly. 4 5 39 + 47 = 39 + 47 = 86 58 + 5 = 63 58 + = 63 AB pages 85 - 87 What number should be added to 58 to make 63? 3 9 + 4 7 8 6 1 Count on from 58 to 63. Get 5 steps. 58 59 60 61 62 63 + = 70 Add tens: Add ones: + = 16 7 0 + 1 6 8 6 47 30 9 40 7 39 30 40 9 7 Method 1 Method 2
73 2.2.2 • Guide the pupils to write addition operation in the standard written method correctly. • Discuss the mistakes that will occur when pupils do not write and add correctly. • Provide more questions in the form of worksheets or question cards. Complete these. Which answer is correct? Why? 2 Add. 1 4 7 + 3 8 a 5 1 + 2 9 8 6 b + 5 c a 66 + 8 = b 54 + 19 = c 32 + 68 = d = 26 + 74 e + 9 = 16 f 17 + = 84 d 9 + 6 = 1 e 5 + 7 = f 2 4 + 8 = SHARPEN YOUR MIND SELF-TEST 1 5 + 9 1 1 4 1 5 + 9 2 4
74 There are 6 balls. Nik takes out 2 balls. 2.1.1 • Guide the pupils to understand the concept of subtraction by applying simulation and using vocabulary related to the concept of subtraction. • Explain that difference is the values between two groups. RECOGNISE SUBTRACTION 1 How many balls are left? Red loops are 2 more. Blue loops are 2 less. Count the difference of red loops and blue loops. a b Take away 2 from 6. 4 left. 4 2 6 5 3 2 The difference of 5 and 3 is 2. There are 4 balls left. The difference of red loops and blue loops is 2.
75 2 How many is the difference of and ? Calculate the balance of sandwiches. 12 less 3 is 9. 12 minus 3 is equal to 9. The difference of 9 and 7 is 2. 9 minus 7 is equal to 2. Number sentence minus equal to 12 – 3 = 9 9 – 7 = 2 3 from 12 sandwiches are sold. a b The balance of sandwiches is 9. The difference of and is 2. 2.1.1 2.1.2 2.1.3 • Emphasise the meaning of subtraction and equal to symbols. • Carry out activity using concrete materials and relate it with our daily life to enhance pupils’ understanding. • Explain that balance is the value left when the original value is reduced. – = AB pages 88 -91
76 • Guide the pupils to do simulation and use representation to enhance their subtraction skills. • Relate pupils’ understanding in addition with subtraction. 2.3.1 3 4 Dina’s mother buys 6 . She gives 4 to her nieces. How many balance of ? The balance of is 2. How many are not broken? 5 are not broken. Count back 4 steps from 6. 6 – 4 = 8 – 3 = 6 – 4 = 2 8 – 3 = 5 1 2 3 4 5 6 8 5 3 Method 1 Method 2
77 How many is the difference of and ? • Guide the pupils to solve the problems involving unknown using various suitable methods. • Guide the pupils to use combination of numbers to solve subtraction. 2.3.1 5 The difference of and is 7. Mary has taken out 7 tarts. 11 – 4 = 11 – 4 = 7 0 1 2 3 4 5 6 7 8 9 10 11 6 12 – = 5 12 – 7 = 5 How many tarts Mary has taken out? 12 pieces 5 pieces 1 2 3 4 5 6 7 8 9 10 11 12 AB pages 92 - 93
78 2.3.1 • Surf https://www.superteacherworksheets.com/subtraction-basic.html • Provide more questions in the form of worksheets or question cards. 8 – = 7 = – 0 4 = – = – = 5 – = 6 – = 8 = – = – 1 = 6 How many are left? Solve these. Complete these. Find the difference in number of and . 1 3 2 9 – 2 = 10 – 8 = 14 – 7 = = 15 – 6 = 17 – 9 13 – = 8 – = – = a a d b b e c f SHARPEN YOUR MIND SELF-TEST
79 Knowing me Tell about yourself. Write the number sentences of addition or subtraction. The answers are related to yourself. Examples: Date of birth on 8. Write 6 + 2 = 8. Age of 7 years old. Write 10 – 3 = 7. 1 2 6 + 2 = 8 Date of birth 10 – 3 = 7 Age Mother’s age Number of sisters Number of brothers Father’s age Month of birth Shoes size MY PROJECT • Adjust the information which are needed while carrying out the activity. • Ask the pupils to exchange information among them. 2.2 2.3 2.5 2.6 Method
80 – 3 3 – 3 = 0 5 – 3 = 2 6 – 3 = 3 7 – 3 = 4 8 – 3 = 5 9 – 3 = 6 10 – 3 = 7 11 – 3 = 8 – 5 6 – 5 = 1 7 – 5 = 2 8 – 5 = 3 9 – 5 = 4 10 – 5 = 5 11 – 5 = 6 12 – 5 = 7 14 – 5 = 9 – 4 4 – 4 = 0 5 – 4 = 1 6 – 4 = 2 8 – 4 = 4 9 – 4 = 5 10 – 4 = 6 12 – 4 = 8 13 – 4 = 9 2.3.1 • Guide the pupils to use concrete materials and flash cards to strengthen their understanding. – 1 1 – 1 = 0 3 – 1 = 2 4 – 1 = 3 5 – 1 = 4 6 – 1 = 5 7 – 1 = 6 8 – 1 = 7 10 – 1 = 9 – 6 6 – 6 = 0 7 – 6 = 1 8 – 6 = 2 9 – 6 = 3 11 – 6 = 5 13 – 6 = 7 14 – 6 = 8 15 – 6 = 9 – 2 2 – 2 = 0 3 – 2 = 1 5 – 2 = 3 6 – 2 = 4 8 – 2 = 6 9 – 2 = 7 10 – 2 = 8 11 – 2 = 9 – 0 0 – 0 = 0 1 – 0 = 1 2 – 0 = 2 3 – 0 = 3 4 – 0 = 4 5 – 0 = 5 7 – 0 = 7 8 – 0 = 8 QUICK SUBTRACTION 80
– 7 7 – 7 = 0 8 – 7 = 1 9 – 7 = 2 11 – 7 = 4 13 – 7 = 6 14 – 7 = 7 15 – 7 = 8 16 – 7 = 9 – 8 8 – 8 = 0 9 – 8 = 1 10 – 8 = 2 11 – 8 = 3 13 – 8 = 5 15 – 8 = 7 16 – 8 = 8 17 – 8 = 9 – 9 9 – 9 = 0 10 – 9 = 1 12 – 9 = 3 13 – 9 = 4 14 – 9 = 5 15 – 9 = 6 16 – 9 = 7 18 – 9 = 9 Try to complete these subtraction tables. AB pages 94 - 96 • Help the pupils to understand the basic facts of subtraction and using it. Ask them to look at the pattern of basic facts of subtraction and relate it to the basic facts of addition. • Provide more questions in the form of worksheets or question cards. 2.3.1 81 2.3.1 a a b b c – = – = – = – = – = – = 1 2 Select question cards for the answer in . Write the numbers in the box. Create the correct number sentences. 4 3 7 11 5 6 9 17 8 10 – 4 5 – 3 10 – 8 2 – 0 4 – 1 8 – 6 12 – 9 2 7 – 2 5 – 4 12 – 7 8 – 3 6 – 1 15 – 9 10 – 5 5 SELF-TEST
82 2.3.2 • Guide the pupils to count back from a larger number. Familiarise them to subtract using 100-square grid. Guide the pupils to look at the number pattern on the 100-square grid. Number of cakes left are 14. Count back 5 steps from 19. Start at box 19. Move 5 steps to the left. 18, 17, 16, 15, 14. 1 EASY SUBTRACTION There are 19 seri ayu cakes inside the pan. Mother takes out 5 cakes. Calculate the cakes left inside the pan. 19 – 5 = 19 – 5 = 14 10 11 12 13 14 15 16 17 18 19 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Method 1 Method 2
83 There are 40 pages left. 2.3.2 • Help the pupils to recall the method of counting in tens. Relate it with addition involving counting in tens. Use concrete materials to assist them. 0 ones – 0 ones = 0 ones 6 tens – 2 tens = 4 tens Subtract ones. Subtract tens. tens ones 6 0 – 2 0 0 tens ones 6 0 – 2 0 4 0 60 – 20 = 40 I read 20 from 60 pages. How many pages are left for me to finish? 2 Subtract 20 from 60. 60 – 20 = – 10 – 10 20 30 40 50 60 Count back in tens from 60. 6 0 – 2 0 4 0 Method 1 Method 2
84 2.3.2 • Guide the pupils to subtract using the standard written method. Emphasise to them about the correct steps to do subtraction. • Explain the method of finding differences using concrete materials such as base blocks, counters and others. 7 ones – 4 ones = 3 ones How many is the difference of green buttons and blue buttons? 3 tens – 1 tens = 2 tens Subtract ones. Subtract tens. tens ones 3 7 – 1 4 3 tens ones 3 7 – 1 4 2 3 37 – 14 = 23 The difference of green buttons and blue buttons is 23. Match 10 and 4. Green buttons are 23 more. 3 37 14 37 – 14 = 3 7 – 1 4 2 3 Method 1 Method 2
85 • Guide the pupils to subtract using standard written method. • Encourage the pupils to calculate quickly. 2.3.2 How many less is 28 from 59? 59 – 28 = 31 4 59 – 28 = – Subtract tens: 50 – 20 = 30 Subtract ones: 9 – 8 = 1 Answer: 30 + 1 = 31 59 50 9 28 20 8 = ? Subtract ones. Subtract tens. tens ones 5 9 – 2 8 1 tens ones 5 9 – 2 8 3 1 5 9 – 2 8 3 1 Method 1 Method 2
86 2.3.2 • Guide the pupils to solve the problems involving unknown using 100-square grid and combination of numbers. • Help them to see the pattern in the 100-square grid such as pattern in tens to help them doing quick calculation. 5 How many should be subtracted from 86 to make 53? 3 5 8 3 3 6 86 – = 53 86 – 33 = 53 8 6 – 3 3 5 3 AB pages 97 - 101 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 Count back in tens from 86 to 56. Get 30. Then, count in ones from 56 to 53. Get 3. 30 and 3 make 33. Method 1 Method 2
87 2.3.2 Complete these. Solve these. 1 2 a 26 – 3 = b = 55 – 14 c 97 – = 62 Form subtraction number sentences using the given numbers. Each number can be used more than once. List out the number sentences. 2 3 4 5 6 8 9 • Guide the pupils to write subtraction number sentence without regrouping in the Sharpen Your Mind activity. • Provide more questions in the form of worksheets or question cards. a d b e c f 5 7 – 6 3 1 – 2 0 6 8 – 5 8 9 – 6 2 4 5 – 3 0 7 9 – 4 3 SHARPEN YOUR MIND SELF-TEST
88 2.3.2 • Do exercises on finding combination of two-digit numbers in tens and ones. • Surf https://www.education.com/worksheet/article/practice-subtraction-monkey/ MORE SUBTRACTION 1 Akid has 15 tops. He gives 8 tops to Amar. How many tops Akid’s has now? – 8 = ? 15 – 8 = Take away 8 from 15. 7 left. 15 = 10 + 5 10 15 Akid has 7 tops now. 15 – 8 = 7 10 – 8 = 2 5 2 + 5 = 7 Method 1 Method 2
89 • Guide the pupils to subtract by regrouping using counters. • Emphasise to the pupils to write the digits in the correct place values. 2.3.2 2 Subtract 7 from 63. 63 – 7 = Convert 1 tens to 10 ones. 10 ones + 3 ones = 13 ones 63 – 7 = 56 13 ones – 7 ones = 6 ones Subtract ones. tens ones 6 3 – 7 6 5 13 5 tens – 0 tens = 5 tens Subtract tens. tens ones 6 3 – 0 7 5 6 5 13 Add 3 and 7 to make 10. Add 3 to 63 too. 63 – 7 = ? 66 – 10 = 56 + 3 + 3 6 3 – 7 5 6 5 13 Method 1 Method 2 AB pages 102 - 103
90 • Guide the pupils to write subtraction operation in the standard written method correctly. • Guide the pupils to subtract using 100-square grid. 2.3.2 3 50 – 24 = 50 – 24 = 26 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Convert 1 tens to 10 ones. 0 ones + 10 ones = 10 ones Subtract ones. tens ones 5 0 – 2 4 6 4 10 Subtract tens. tens ones 5 0 – 2 4 2 6 4 10 Count back in tens. Then, in ones. 5 0 – 2 4 2 6 4 10 Method 1 Method 2
91 Calculate the difference of 28 and 42. • Guide the pupils to do quick calculation using combination of numbers. 2.3.2 4 42 – 28 = 42 – 28 = 14 Subtract: 30 – 20 = 10 12 – 8 = 4 Answer: 10 + 4 = 14 tens ones 4 2 – 2 8 4 3 12 tens ones 4 2 – 2 8 1 4 3 12 4 2 – 2 8 1 4 3 12 I am using the combination of numbers. 42 30 12 28 20 8 Method 1 Method 2
92 Method 2 Method 1 2.3.2 • Surf https://www.ixl.com/math/grade-1 • Provide more questions in the form of worksheets or question cards. 5 AB pages 104 - 106 11 d 95 – 88 = e = 40 – 28 f 26 – = 17 31 – = 25 31 – 6 = 25 2 Calculate the balance. Solve these. 23 24 25 26 27 28 29 30 31 32 33 3 1 – 6 2 5 2 11 a b c 1 12 – 8 = 61 – 5 = 34 – 15 = 2 3 – 6 5 2 – 7 3 1 – 1 9 6 0 – 4 4 a b c d 11 is 5 and 6. 6 5 SELF-TEST
93 2.4.1 • Guide the pupils to create story using their own words. Carry out activity in pairs. Pupil show the question card and the other tell the addition story. ADDITION AND SUBTRACTION STORY There are 5 . There are 3 . There are 8 toy cars altogether. There are 8 flowered hair clips and ribboned hair clips. The total number of hair clips is . Mila has purple stickers. Mei Li has red stickers. Their total number of stickers is . 1 2 3